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ADDRESS 


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PHILLIPS ACADEMY, 


AHDOVER. 


BY JONATHAN CLEMENT, A. M. 

Assistant Instructed 


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ADVERTISEMENT. 


There would be no apology for publishing an Address on a subject which 
has been so often and so ably discussed, except for the local interest it may 
possess to the Society before which it was delivered and which alone has 
the pecuniary responsibility of the impression. On a subject of such a nature, 
were I to enlarge at all, it would be difficult to know where to stop. I have 
therefore thought best to issue it just as it was delivered, with the hope, 
that it may contribute its mite towards a cause, which has been advocated 
by the ablest men of this and former times. 

J. C. 


L)€- n'/e? e A /'4> 

DEC 10 1940 









ADDRESS 


In addressing this Society on a former occasion, I spoke of 
the moral tendency of Classical studies. The fact cannot be 
doubted, that very much in the works of Pagan antiquity, is cal¬ 
culated to mislead and corrupt the incautious reader. It is equal¬ 
ly undeniable, that the spirit which they contain, has been exten¬ 
sively transfused into English, French, Italian, and in a word all 
modern literature. Oral instruction, furnished by parents and 
teachers, has been thought the best antidote to the poisonous 
draughts which flow from Castalian fountains. My object at pre¬ 
sent is, to offer a few brief remarks in reply to this great and well 
founded objection to classical literature, and then pass to some 
other objections, equally popular, but far less substantial. My first 
remark is, that the knowledge derived from this source, is a mo¬ 
ral engine of great power, which may be used for salutary purpo¬ 
ses. If it be conceded that classical learning refines the taste, en¬ 
larges the mind, and stores it with useful science, it follows of 
course, that in these respects it may be turned to the promotion 
of valuable objects; and most certainly, it can never be the dic¬ 
tate of wisdom in the virtuous part of the community, to abandon 
the tremendous operations of this power, to the enemies of truth 
and righteousness. One might as well consent to sacrifice the 
exercise of the human intellect, because Bayle and Gibbon abus¬ 
ed it. We would cultivate the fields of classical literature, for 


4 


the same reason that we would recommend a comprehensive 
survey of the whole field of knowledge, for the holy purpose of 
vindicating, most successfully, the eternal principles of truth. 
Without this cultivation, we are fully authorized to say, the re¬ 
formation had never shone upon the world. The men who con¬ 
ducted that sublime work, and “ who first threw the gauntlet at 
that stupendous power which overawed Europe,” fought by the 
light of divine truth, commingled with that of classical learning. 
It is surely important, at a time when every thing that is vitiating 
to morals, and dangerous in sentiment, is set off by the fascina¬ 
tions of style and the contributions of science and literature, that 
the immutable and invaluable principles of morality should be cul¬ 
tivated with equal dexterity, and find their way into the same cir¬ 
cles of society. It has often been objected to the advocates of 
evangelical truth, that they disfigure and degrade it, by vulgarity 
of expression, and make it unamiable and repulsive, by their man¬ 
ner of exhibiting it. Their adversaries have not been slow to 
arrogate to themselves a monopoly of taste and refinement, and 
a superiority of intellectual attainments. I think little of this 
charge, and still less of their modesty who produce it; and yet 
the best way of repelling it, is evidently, by a living demonstra¬ 
tion that it is false. The compass of thought, extent of knowl¬ 
edge, skill in argument, felicity of illustration, and elegance of 
diction, which can be attained only by severe mental culture, 
with a general and critical acquaintance with the best productions 
of genius, of whatever age or clime, should all be made tributa¬ 
ry to the defence of truth, and the refutation of error, to the pro¬ 
motion of religion, and the utter expulsion of vice in every form. 
It is an indelible reproach, that the enemies of the Gospel should 
be more industrious to destroy it, than its friends are in its de¬ 
fence and promulgation. 

To the objections against the moral influence of the Classics, 



5 


I have yet another reply, of no imaginary weight. The state of 
the public feeling is such, especially since the circulation of Fos¬ 
ter’s masterly essay on this subject, seconded by many able re¬ 
viewers, that any student who is well instructed in other respects, 
approaches the Classics with a mind well guarded and fortified 
against their baneful influence. He expects to despise the my¬ 
thology of the Ancients, and look with jealous eye on their ethi¬ 
cal maxims. This consideration is of the more importance, in¬ 
asmuch as the discredit of the languages must be followed by an 
increased attention to modern works, whose poison is imbibed 
with less scruple, amidst the shameless obscenities of Sterne, 
Swift, Shakspeare, Byron, and Moore. [See note A.] 

I must now pass to another and more popular objection to 
the study of ancient languages. It has been said, that the time 
occupied in the acquisition of them, might be more profitably em¬ 
ployed upon other studies, and that the general purposes of edu¬ 
cation would be better answered by the change. This objection 
refers to their effect on the mind, and their influence in prepar¬ 
ing for the active scenes of life. The same opinion has been 
maintained by many respectable writers, ever since the revival 
of learning. In this number is included the learned and excel¬ 
lent Dr. Rush. Within these few last years, this sentiment has 
advanced, in our country, with rapid march. It is partly on this 
account that some of our Colleges, and many of our preparatory 
schools, have either been new modelled, or formed on a plan en¬ 
tirely novel. The same view has been taken, and strenuously 
advocated, by a writer in a widely circulating Boston paper. It 
is also defended by a gentleman of South Carolina, in a pamphlet 
that has just reached us. As this writer has claims to high re¬ 
spectability, his remarks seem worthy of notice. “ I began life 
says he, with deep feelings of veneration for the Classics, with an 
exalted opinion of their excellence in matter and manner, and 


6 


with a strong belief of their superiority over the moderns. But 
the reflections and experience of twenty years have led me grad¬ 
ually, yet irresistibly, to the conclusion, that the best interests of 
education in this country, require a total revolution on this sub¬ 
ject. I am so perfectly convinced of the correctness of this 
opinion, and of the superior advantages derivable from English 
writers, that it is a source of constant regret, that my youth and 
early manhood were not devoted to the study of them, rather 
than to the Classics. I desire to record here emphatically my 
opinions, founded on the history of my own mind, and the expe¬ 
rience of twenty years, that I have derived no substantial im¬ 
provement from the Classics. I owe to modern writers, chiefly 
English, all that I have or am.” When such sentiments as these, 
corning from respectable authority, are circulated through the 
country, it is not surprising that multitudes, who find it easier to 
decry the languages than to study them, are skeptical in regard 
to their utility. That I should enter very largely into a conside¬ 
ration of their import, my limits will not allow. A few remarks 
must suffice. [See note B.] 

In the first place, it is truly remarkable that those who de¬ 
claim most eloquently against the dead languages, are themselves 
well acquainted with them ; and indeed I much question wheth¬ 
er they could have reasoned so plausibly in their condemnation,, 
but for the advantage which they derived from them. Their 
conduct seems to resemble that of the knight, who being furnish¬ 
ed with a blade of excellent temper, used its first stroke in cut¬ 
ting off the head of the artist who made it. It is like the archi¬ 
tect, who, having risen by degrees to the summit of his edifice, 
throws down not his own scaffolding only, but also that of his 
neighbour, who has ascended but half the way. It is like the 
politician, who is willing to rise to eminence by the aid of patrons 
and friends; but when elevated far above them, scorns and aban- 



7 


dons them all; or that I may not liken it to every ungrateful 
thing, it is verily like the serpent, which having been kindly warm¬ 
ed and cherished, stung the bosom of its benefactor. 

But aside from this consideration, the observations quoted 
above seem to be founded on a two-fold mistake. They seem 
founded on the supposition that the study of languages ^ excludes 
other studies from our seminaries, whereas the truth is far other¬ 
wise. Their advocates, at least their most enlightened advocates, 
have never claimed for them any thing more than their proportion 
of time, and the recognition of their own relative importance. 
They say explicitly, let other fields of learning be explored, but 
let not this be neglected. 

Another circumstance deserving of notice is, the fact that the 
knowledge of languages affords the easiest and best key to a tho¬ 
rough acquaintance with those very English works, by which ma¬ 
ny would have them superseded. The most expeditious way to 
understand these works well, is first to understand the dead lan¬ 
guages. Who but a classical scholar can well understand Para¬ 
dise Lost? It is not a little amusing that the list of English Clas¬ 
sics recommended as a substitute for the Ancient languages, con¬ 
tains the works of Jeremy Taylor, whose pages are strewed with 
Latin and Greek. It contains also the Edinburgh and London 
Reviews, neither of which can be understood but imperfectly by 
the merely English scholar. The truth is, that the whole of 
English literature is so formed on the model of the Classics, and 
so abounds in allusion to them, that the easiest way to know it 
well, is to know the Classics well. 

The same remark may be extended to the study of modern 
languages. He who would be well versed in French, Spanish, 
German and Italian literature, would do well to make himself 
master of Latin, if not of Greek. I deem it perfectly capable of 
proof, that the ancient languages are the shortest and most con- 


8 


venient avenue to the Modern literature of Europe. One rea¬ 
son is, that they are the source whence all these streams have 
proceeded. But there is another reason too often overlooked. 
The dead languages having passed beyond the reach of change, 
have been reduced to admirable system. They are studied with 
method and order. This can never be the case with living lan¬ 
guages, because they are continually fluctuating. The conse¬ 
quence is, that the student of the dead languages, by attending 
to the philosophy of language, acquires a system and tact , which 
applied to the study of Modern tongues, would almost compen¬ 
sate for the time in which they are acquired, were there no oth¬ 
er advantage. [See note C.] 

As for Oriental literature, which is so successfully cultivated 
in this place, and which is of such vital importance to Theology, 
it is surely needless to remind you that it could never have flour¬ 
ished as it has done, without the aid of the Classics. It is ac¬ 
knowledged by all, that they are indispensable to a “ masterly 
knowledge of orientalism, and of sacred and profane antiquities.” 

It is plain that the question whether the languages ought to 
be retained in the course of early education, must be referred to 
still another question—what constitutes the best liberal education ? 
Milton thus writes: “The end of learning is to repair the ruins 
of our first parents, by regaining to know God aright, and out of 
that knowledge, to love him, to imitate him, to be like him, as 
we may the nearest by possessing the heavenly grace of faith. 
But because our understanding cannot in this body found itself 
but on sensible things, nor arrive so clearly to the knowledge of God 
and things invisible, as by orderly conning over the visible and in¬ 
ferior creature, the same method is necessarily to be followed in 
all discreet teaching. And seeing every nation affords not expe¬ 
rience and tradition enough for all kind of learning, therefore we 
are chiefly taught the languages of those people who have at any 


9 


time been most industrious after wisdom ; so that language is 
but the instrument of conveying to us things useful to be known. 
And though a linguist should find himself to have all the tongues 
that Babel cleft the world into, yet if he have not studied the so¬ 
lid things in them, as well as the words, and lexicons, he were 
nothing so much to be esteemed a learned man as any yeoman 
or tradesman, competently wise in his mother dialect only.” A 
late writer, himself an experienced instructer of youth, has the 
following sentiment; “ A collegiate course can embrace no more 
than the elements of the great branches of learning ; but the 
branches selected should as far as possible, contain the elements 
oi all others, and sustain to them the relation of a foundation to a 
superstructure.” As far as the intellect is regarded, with which 
alone we are now concerned, in reference to the point before us, 

I shall venture upon this remark, that the first and great object of 
early education is to give to all the faculties of the mind the most 
salutary discipline . [See note D.] And further, if in subservience 
to this grand point, valuable knowledge can be accumulated, 
while the mind is disciplined, such knowledge should be of the 
elementary kind, and have the most natural and important con¬ 
nexion with subsequent studies and pursuits. The propriety of 
this remark must be obvious to every one; for the mind once well 
disciplined, the student can pursue his own private studies, to an 
almost indefinite extent of acquisition ; but without mental disci¬ 
pline, knowledge is of little value, however vast the accumulation. 
What course of early study leaves the intellectual powers in the 
best state, is therefore our first inquiry. I have no hesitation 
in saying, that it is substantially that course which is prescribed in 
most of our respectable seminaries of learning. 

It has been commonly supposed that mathematical studies, 
and those connected with dialectics, are peculiarly efficacious 
2 


10 


in giving steadiness and strength to the mind. In early times it 
was observed, that youth instructed in geometry were quick in 
their perceptions, and accurate in their reasonings. “In his 
mathematical studies, the first thing that the scholar learns is, that 
he must be precise—and in order to be precise, he must discrimi¬ 
nate—and in order to discriminate, he must compare. Every step 
that is taken in a mathematical argument leads to another, and that 
to another, and that to another, until the reasoner arrives at his con¬ 
clusion. By this exercise he acquires a skill in controlling the op¬ 
erations of the mind.”* This position is readily admitted, but there 
is another fact not so generally acknowledged, that the study of lan¬ 
guage also, subjects to action every faculty of the mind, and calls 
forth all its energies. It tasks the memory, from its commence¬ 
ment, and as the scholar advances, it exacts the most rigid applica¬ 
tion of his reasoning powers. Probabilities are to be weighed, and 
all the means of illustration discovered, which can be derived from 
the circumstances of the case. And it is worthy of notice that 
this process of reasoning is very similar to that required in the or¬ 
dinary business of life. This circumstance has the more weight, 
when we consider the great advances which classical learning 
must make in this country, in order to maintain a rivalship with 
English education. The advanced age at which many scholars 
commence their preparatory studies, imposes the necessity of 
curtailing them ; and their college course opens to them such a 
boundless field of natural science, as, in connexion with other in¬ 
dispensable pursuits, gains a paramount, if not exclusive attention. 
The consequence is, that the languages are but indifferently un¬ 
derstood and soon forgotten. The truth is, their being so super¬ 
ficially studied in this country, brings them into disrepute. Most 
of the toil and sweat of the culture is endured, but we stop short 


Southmayd’s Address. 




11 


of the harvest. When the time, which I hope is not far distant, 
shall come, when students shall be liable to an examination in all 
the Latin and Greek Classics, for admission into our Universi¬ 
ties; when they shall be able to read them as a pastime, and 
not as drudgery ; when they shall take time to study them as Phi¬ 
lologists, and examine their contents for those purposes which 
Milton so strongly urges, in the passage already quoted; when in 
short, any gifted minds from their number, shall be able to write 
Latin prose like Lowth, and Latin poetry like Buchanan, we 
shall then be better judges of their effect in disciplining and en¬ 
larging the capacities of the mind. 

To the argument derived from the more extensive reading of 
the Classics, in favour of their power to discipline the mind, 
may be added that drawn from the practice of frequent review¬ 
ing. An eminent scholar has remarked, that reviewing is the 
great secret of scholarship. The system of Wyttenbach, which 
ensures the perusal of an author many times before it is dismis¬ 
sed, has met the entire approbation of the best linguists. In ac¬ 
cordance with this principle, it is said by one who is very fond of 
the Orations of Demosthenes, that “ the only way to derive any 
permanent advantage from them, is to learn habitually to breathe 
their spirit. We must read them till we love them, and then 
study them with the intensity which they deserve. We must read 
them till we catch the fire that lives and burns in his eloquent pa¬ 
ges.’’ Now it is evident, that to study the languages in this man¬ 
ner, which will be more practised, the more they are understood, 
must necessarily insure the utmost familiarity with all that is ex¬ 
cellent, in their style and thought. It imparts such a thorough 
acquaintance with the sentiments of the author, as would not be 
easily gained, were the work written in our vernacular tongue. 
But what effect is produced upon the mind, by such familiarity 
with the noblest productions of genius ? Is it not most happy ? 


12 


Let Bishop Watson answer. In writing to Lord Granby he says ; 
“ I hate the flimsy, womanish eloquence of novel readers—I 
mean such as read nothing else; and wish you therefore to ac¬ 
quire both justness of sentiment and strength of expression, 
from the perusal of the works of great men. Make Bacon and 
Locke and Shakspeare your chief companions thro’ life. Nature 
has been very sparing of such men as Bacon; they are a kind 
of superior beings, and the rest of mankind are usefully employ¬ 
ed for whole centuries in picking up what they poured forth at 
once.” I appeal to all who have made it a subject of reflection, 
whether a perfect acquaintance with a few excellent books, has 
not a better effect in the formation of the mind, than an uncer¬ 
tain knowledge of a whole Vatican. If this is conceded, then I 
ask, what is so well adapted to furnish this certain knowledge, as 
the study of the Classics on the plan of Wyttenbaeh ? [See 
note E.] 

There is still another consideration of primary importance, 
relative to the study of the classics as conducing to the faithful 
discipline of the mind. It refers to the cultivation of good taste, 
in the use of style. Good taste in the style of writing is seldom 
attained by those, whose education is not commenced early in life. 
In those who violate it, however, there are great diversities of er¬ 
ror. There is in some an affectation, arising from servile imita¬ 
tion of great writers, with all their peculiarities and faults. The 
bombastic, inflated style, abounding in conceits and extravagan¬ 
ces, is most likely to be adopted by those whose minds are not 
disciplined by thorough education. In its best form, it is an un¬ 
natural, distorted exhibition of ideas ; and in its worst form, it is 
a mere shadowy procession of words, without much connexion, 
or force, or meaning. Disgusted with such display, some men 
of profound thought and extensive knowledge, have run into the 
opposite extreme. Possessing accurate habits of mind, and vast 


13 


attainments, but disdaining the ornaments of style, their manner 
of exhibiting themselves is dull and impractical, stupid and unat¬ 
tractive. Because some have sacrificed sense to the tinsel of 
oratory, and others have dressed truth in too gorgeous apparel, 
they have chosen to send her forth upon the world unapparelled . 
Now what process of education is best suited to remedy these de¬ 
fects of style ? I answer without hesitation, the study of the 
learned languages. These are allowed to contain the very best 
models of style, which can be placed in the hands of the youth¬ 
ful student. Very little except what is perfected by the most 
elaborate care, could have survived the lapse of so many centu¬ 
ries, received the applause and formed the style of so many emi¬ 
nent scholars. The models which they furnish are simple with¬ 
out feebleness, and various without bombast. They put a check 
upon the imagination that is too soaring, and excite the mind that 
is too languid. The student who translates from the concise 
energy of Sallust, or from the diffuse elegance of Cicero, rapidly 
acquires the command of his own language. Such an exercise 
is superior to original composition, in conferring the graces of 
style ; and if performed with care, contributes more towards an 
appropriate, forcible and glowing use of language, than can be 
gained in any other way, at equal expense of time. It produces 
fluency without inaccuracy, and strength without hesitancy; and 
these united, are precisely that quality of style which Quinctilian 
pronounces to be indispensable to the professions that depend on 
eloquence. I feel no hazard in saying, that the, study of langua¬ 
ges, in a suitable way, confers an advantage in respect to the for¬ 
mation of English style, which would amply compensate for 
their acquisition, could no other benefit be derived from them. 
I am fully convinced that their expulsion would be followed by 
an almost universal degeneracy of taste. Our literature, in the 
hands of the superficial, would evaporate in insipidity, and in the 


14 


hands of the scientific and metaphysical, would lose all that 
glow of feeling, all that vivida vis , which gives a charm to lan¬ 
guage. 

My limits forbid that I should say more on the effect of Clas¬ 
sical studies in disciplining the mind, in refining the taste, in 
strengthening the memory, and in tasking the reasoning powers. 
I will only add that the view 1 have taken coincides with the 
sentiments of the most distinguished scholars of our age. The 
following is from the pen of Professor Patton; “ When we in¬ 
terpret an author, we must reason intensely. The reasoning, it 
is true, is of a mixed nature, but resembles closely the reasoning 
adopted in the common affairs of life. Conjectures must be 
started and weighed ; probabilities must be acknowledged, and 
their degrees felt; we must survey largely, judge nicely, select 
with discrimination, send abroad the intellect on the wing of im¬ 
agination, nay, we must frequently anticipate a meaning, and leave 
it for subsequent inquiries to. modify, confirm or reject it. Such 
an exercise commands all our poivers . Not one can remain idle, 
or grow torpid, or decay.” 

As to the knowledge acquired while this mental discipline is 
going forward, I have but little to say. It is not claimed to be of 
primary value, and yet is by no means unimportant. It is en¬ 
tirely elementary, because one of the first things we need is sui¬ 
table words in which to dress our thoughts. “ Until the eigh¬ 
teenth century, (says Judge Story,) the mass of science, in its 
principal branches, was deposited in the dead languages, and 
much of it still reposes there. To be ignorant of these languages, 
is to shut out the lights of former times, or to examine them only 
through the glimmerings of inadequate translations.” And though 
it be said that the admired productions of antiquity may all now 
be read in our vernacular tongue, I reply in the terms of the gen¬ 
tleman already quoted ; “ It is as one remembers the face of a 


15 


dead friend, by gathering up the scattered fragments of his im¬ 
age—as one listens to the tale of a dream twice told—as one 
catches the roar of the ocean, in the ripple of the rivulet—as one 
sees the blaze of noon, in the faint glimmer of twilight.” 

There is one other objection to the study of the Classics, 
which it is necessary to notice, because to some minds it posses¬ 
ses great plausibility. It is an appeal to facts. It tells us that 
many uneducated men have risen to the most exalted eminence ; 
while others, after being blessed with every possible opportunity 
for acquiring learning, have been lost in obscurity and insignifi¬ 
cance. The latter class have fallen under the satire of Burns ; 

What’s a’ your jargon o’ your schools, 

Your Latin names for horns and stools, 

If honest nature made you fools, 

What sairs your grammars ? 

Ye’d better ta’en up spades and shools, 

Or knappin hammers. 

A set o’ dull conceited hashes 
Confuse their brains in college classes ! 

They gang in stirks and come out asses, 

Plain truth to speak ; 

An’ syne they think to climb Parnassus 
By dint o’ Greek ! 

But what else than asses can be expected of those, at the 
close of their studies, who are stirks at the beginning ? Let 
those who expect to see scholarship, where there is neither ge¬ 
nius nor industry, visit a flourishing village of manufactures, and 
ask themselves what were the use of all its ingenious and compli¬ 
cated machinery, without the advantage of water power ? Yet 
after all, those who are insignificant with education, would be 
much more so, in most cases, without it. Leaving them in 
their obscurity, let us turn to the other class, who have risen to 
distinction without the aid of liberal study. These attracted at¬ 
tention in Cicero’s time, and are thus noticed by him in his el- 


16 


egant defence of Archias. In pronouncing his eulogium on let¬ 
ters, he says; “Some will ask whether all those excellent men, 
who are mentioned in history, were instructed in that learning 
which you so much extol. It is difficult to say this of all, and 
yet I have a ready reply. I confess that many men of un¬ 
common strength of mind, have become distinguished without 
learning, and I add too that genius oftener prevails without learn¬ 
ing, than learning without genius. But yet I contend, that when¬ 
ever to extraordinary and brilliant powers, are added the ac¬ 
complishments of learning, there usually results from the combi¬ 
nation, a character of peculiar and indescribable excellence.” 
The same objection to learning which Cicero so triumphantly re¬ 
futes, has been felt by some at all subsequent periods. But in 
our own country it seems to me to have prevailed, to an uncom¬ 
mon degree. It may be, that here the spirit of liberty has open¬ 
ed the avenues to our highest offices, to all those who can gain 
the favour of the populace—and that favour is not always gained 
by merit; or it may be, that in the infancy of a country, there 
are examples of greatness without advantages, which cannot af¬ 
terwards exist, and are therefore wTongfully pleaded as examples. 
Whatever may be the cause, the fact is certain. We are con¬ 
tinually pointed to those national benefactors, w'ho have sprung up 
and flourished, without the assistance of liberal education. We 
are told of physicians, and divines, and jurists. We are remin¬ 
ded of Rittenhouse, and Henry, and Franklin, and Washington. 
It was perhaps from the prevalence of this feeling, that the trus¬ 
tees of a respectable College, some years since, called for a vote 
to exclude the languages from that Seminary, and lost it by a 
bare majority. Need I ask you what all this amounts to, when 
you remember that those very men, who are brought up as pre¬ 
cedents to disparage the worth of classical literature, were them¬ 
selves deeply sensible of its high importance, and of their own 


17 


misfortune in being ignorant of it. Washington in his Valedic¬ 
tory address—that rich legacy to his country—strongly recom¬ 
mends the diffusion of general knowledge. [See note F.] 
One of our most eminent political men, engaged not long since in 
a Congressional debate, on being accused by an antagonist of us¬ 
ing unauthorised language, apologized, with much emotion, by 
referring to the deficiencies of his early education. Think of 
this, ye who would plead his example, in justification of that 
stinted course of education, which has cost him so much mortifi¬ 
cation. It may be stated as a confirmation of our views, that 
those very men referred to, have almost uniformly educated their 
sons in polite literature, if circumstances permitted. But the 
most important consideration is yet to come. These men would 
not have been what they were, but for classical literature. Be¬ 
cause, in the first place, they could not have been furnished with 
those works in their own language, which had so much to do in 
the formation of their minds ; and in the next place, they could 
not have come in contact with those educated men, who were 
constantly enlightening their minds with their own knowledge, 
and by drawing them into collision with themselves, exciting 
them to the most strenuous exertions, in order to maintain 
their place in public debate. But after all, who were the men, 
who advocated and achieved our independence ? Who were the 
men, who laid deep and wide the foundations of our civil rights, 
and our literary and religious privileges ? They were chiefly 
men who received the most finished education in Europe, and 
of whom many wrote the Latin language, with quite as much fa¬ 
cility as their own tongue. And while I am now speaking, who 
holds the first office of the nation? An accomplished scholar. 
And who are they from our own vicinity, who in the Senate and 
in the House of our national legislature, have led captive by their 
3 


18 


eloquence a fastidious and speech-ridden audience ? Both clas¬ 
sical scholars, and one of them formerly Greek Professor in our 
first University. If opinion must be weighed against opinion, let 
us hear the language of him who penned our Declaration of In¬ 
dependence : “In a republican nation,” says Jefferson, “ whose 
citizens are to be led by reason and persuasion, not by force, the 
art of reasoning becomes of the first importance. In this line, 
Antiquity has left us the fairest models for imitation, and he who 
studies and imitates them most nearly , will nearest approach per¬ 
fection in the art. Among these I should consider the speeches 
of Livy, Sallust and Tacitus as pre-eminent specimens of log¬ 
ic, taste and sententious brevity, which using not a word to 
spare, leaves not a moment for inattention to the hearer. Am¬ 
plification is the vice of modern oratory. It is an insult to an as¬ 
sembly of reasonable men, disgusting and revolting, instead of 
persuading.” 

I am well aware that in the time to which I am restricted, it 
is impossible to furnish any more than a meagre defence of clas¬ 
sical pursuits. But in view of the foregoing considerations I 
may be allowed to say, in conclusion, that any thing like rash in¬ 
novation upon the course which has heretofore been taken in pro¬ 
curing a liberal education, must be regarded as highly inauspicious 
to the interests of sound learning. Should the advocates of utter 
change prevail, it is not difficult to foresee the consequences. 
All revolutions, whether of politics, or religion, or learning, have 
a tendency to extremes. Should the languages be stricken from 
the list of liberal studies, it would not be surprizing to find, after 
a lapse of time, sufficient to determine the loss sustained by their 
expulsion, an inclination to return to them, and in the ardent 
wish of atoning for past abuses, to assign them an undue impor¬ 
tance—a long and despotic sway. And this would be as natural 
as the political transitions *in France, foretold by Burke, where 


19 


monarchy was overthrown with a delirious eagerness, that swept 
away with it all vestiges of civil restraint, leading next to military 
despotism, and afterwards to that identical form of government 
at first assailed ; with this difference only, that for a time at least 
it was much more rigidly administered. 

We are not ignorant that many would gladly innovate upon 
the customs of our forefathers in matters both of religion and 
learning. Nor do we hold them faultless in either. We have 
no wish to entail upon their posterity their persecuting spirit, or 
their absurd ideas of witchcraft. Neither do we wish to shut our 
eyes upon the improvements in the method of study which have 
occurred since their time. We would gladly acknowledge 
these, with the vast accessions of knowledge in natural science, 
in mental philosophy, and in whatever the march of time and the 
ingenuity of man has achieved, worthy of commemoration. To 
shut our eyes against all this would be preposterous. But we do 
say, that whoever shall have the power and inclination to subvert 
the foundations, either of learning or religion, on which the pil¬ 
grim fathers based the great fabric of our country’s institutions, 
will make a woful experiment. 


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NOTES 








Note A. 

Immoral and impious writing is one of those arts in which the moderns 
are confessedly superiour to the Greeks and Romans. Beattie. 


Note B. 

* 

It is almost needless to observe, that in remarking on this extract, I have 
reference only to the principles, it contains. The oration in general is cred¬ 
itable and sets in striking light, the influence of the reformation on the in¬ 
terests of learning and of humanity. For the very reason that the author is 
respectable, his opinions concerning the Classics are the more to be re¬ 
gretted. It may not be inappropriate to add, that, in the state, to which 
he belongs, a Review has been established, which controverts his views and 
is noticed in the following manner by the Editor of the N. Y. Spectator. 
u The first article is an able vindication of the utility of Classical education, 
and is obviously written by one who is himself a scholar.” 


Note C. 

That the grammatical art may be learned as perfectly from an English 
or French, as from a Greek or Latin grammar, no person will affirm, who 
attends to the subject, and can state the comparison. Classical learning , 
therefore t, is necessary to grammatical skill, Beattie. 


Note D. 

I agree with Rousseau, that the aim of education should be, to teach us 
rather how to think, than what to think ; rather to improve our minds so as 
to enable us to think for ourselves, than to load the memory with the 
thoughts of other men. 

A mind prepared by proper discipline for making discoveries of its own, 
is in a much higher state of cultivation, than that of a mere scholar who 





<. 

* o 






22 


knows nothing- but what he has been taught. The latter resembles a gra¬ 
nary, which may indeed be filled with corn, but can yield no more than it 
has received ; the former may be likened to a fruitful field, which is ever in 
a condition to bring riches and plenty, and multiplies an hundred-fold every 
grain that has been committed to it. Now this peculiar advantage seems to 
attend the study of the classic authors, that it not only stores the mind 
with useful learning, but also begets a habit of attention and wonderfully 
improves both the memory and the judgment. Beattie . 


Note E. 

The remarks of Professor Wyttenbach have been translated, and present¬ 
ed to the American public by one to whom the cause of learning is much 
indebted. They should be in the hands of every instructer, and of every 
advanced scholar. 

“ What I choose,” says he, “ is this; that every day, the task of the 
preceding day should be reviewed ; at the end of every week, the task of 
the week ; at the end of every month, the studies of the month ; in addition to 
which, this whole course should be gone over again, during the vacations.” 


Note F. 

“ Promote, then, as an object of primary importance, institutions for the 
general diffusion of knowledge. In proportion as the structure of a govern¬ 
ment gives force to public opinion, it should be enlightened.” 

Washington . 


Note G. 

I have reserved to a closing note, the mention of one thing, which I am 
unwilling to pass unnoticed. It has been already observed, that oral in¬ 
struction on the part of parents and teachers, is the best antidote to the im¬ 
moral tendency of the Classics. It gives me pleasure to say that the foun¬ 
ders of Phillips Academy attached very special importance to religious in¬ 
struction. Their intentions, it is believed, have been sacredly regarded by 
every Principal, since the establishment of the Seminary ; and it is well 
known that they are so regarded by him who now fills that responsible of¬ 
fice. 

After specifying other duties of the Master, the Constitution contains the 
following remarkable charge :— 

“But, above all, it is expected, that the Master’s attention to the disposi- 







23 


tion of the Minds and Morals of the Youth, under his charge, will exceed 
every other care; well considering that, though goodness without knowl¬ 
edge (as it respects others) is weak and feeble ; yet knowledge without 
goodness is dangerous ; and that both united form the noblest character, and 
lay the surest foundation of usefulness to mankind. 

u It is therefore required, that he most attentively and vigorously guard 
against the earliest irregularities ; that he frequently delineate, in their nat¬ 
ural colors, the deformity and odiousness of vice, and the beauty and amia¬ 
bleness of virtue ; that he spare no pains, to convince them of their number¬ 
less and indispensable obligations to abhor and avoid the former, and to love 
and practise the latter; of the several great duties, they owe to God, their 
country, their parents, their neighbour, and themselves ; that he critically 
and constantly observe the variety of their natural tempers, and solicitously 
endeavour to bring them under such discipline, as may tend most effectually 
to promote their own satisfaction and the happiness of others ; that he early 
inure them to contemplate the several connexions and various scenes, inci¬ 
dent to human life ; furnishing such general maxims of conduct, as may best 
enable them to pass through all with ease, reputation, and comfort. 

“And, whereas the most wholesome precepts, without frequent repetition, 
may prove ineffectual; it is farther required of the Master, that he not only 
urge and reurge ; but continue, from day to day, to impress these instruc¬ 
tions. 

“And let him ever remember that the design of this institution can never 
be answered , without his persevering, incessant attention to this duty. 

u ^3nd, in order to prevent the smallest perversion of the true intent of this 
Foundation , it is again declared , that the first and principal object of this In r 
slitutionis the promotion of true Piety and Virtue.” 




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